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Leadership Practices to Support TESOL Program for EFL Students—A Case Study at BINUS University

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As more undergraduate students swarmed into higher education in EFL (English as a Foreign Language)-based countries, e.g., Indonesia, where English was still considered foreign, they therefore had to take English courses as part of their academic learning. Although there were many evidences indicating a strong link between effective leadership and successful TESOL (Teaching English to Speakers of Other languages) program, there was still a lack of studies of leadership into the field. This article investigated leadership practices which supported TESOL program for undergraduate EFL students at BINUS University, where English courses were compulsory and EFL students were the majority. Effective leadership practices for TESOL were highlighted, which were setting goals and objectives, allowing leaders to be pioneers, providing TESOL professional training, and facilitating TESOL program. Obstacles to these practices were also found, such as the lack of shared information network and the prevailing minor views on TESOL program, in which members were considered having the low status. The article concluded that as EFL students were growing in number in the university to meet their future targets at international contexts, the need and focus on developing leadership practices and resources to support TESOL program was inevitable.
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Keywords: BINUS University; EFL Students; Leadership Practices; TESOL Program

Document Type: Research Article

Affiliations: Language Center, Faculty of Humanities, Bina Nusantara University, Jakarta 11480, Indonesia

Publication date: April 1, 2017

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